ABSTRACT
In this chapter, we start by presenting some of the arguments supporting the paradigm shift from the traditional “instructor-centered teaching approach” (ICT; direct teaching) to the “learner-centered teaching approach” (LCT; active learning) that higher education institutions should make. Second, based on the work developed by some key authors of the area (i.e. Blumberg, Cullen, Harris, McCombs, Weimer), we explain what is an LCT approach by contrasting it to the ICT approach using five key dimensions. Third, based on our collective experience of teaching in three different universities, we discuss four key aspects that faculty members should consider to progressively make their course(s) more aligned with LCT to support coaches’ preparation. Finally, we present some challenges we have faced in our efforts to adopt LCT.
